You're So Immature: e-Learning in Some Organizations

Earlier this week I was musing about messes in Messy Learning OK. Messy Training Not OK. This post had some great comments which got me thinking about maturity cycles in e-Learning among organizations.

Karl Kapp commented, "We need to create formal learning events and surround them with messy learning opportunities for people to exchange ideas and try things out but we can add just enough structure and direction to make it possible."

So that's a vision of the future of e-Learning. That's mature e-Learning.

I'm just about to kickoff a new project with a manufacturing organization to produce some custom courses. I'm gonna call them an "immature e-Learning organization." They seem to want page-turners, more or less. Games are scary. No collaboration. Nothing too "messy." When pressed, they respond "That's not in our budget" or "That's not in our plan" or "We don't have the resources for that."

Contrast this to a project Karyn Romeis is working on. She says, "One of the things I am trying to do is to include in my designs the means for learners to interact with one another and with acknowledged experts in the subject at hand." That is forward-thinking; very hip and now; very "mature" e-Learning. It includes some of those messy learning opportunities.

Vendors -- of which I am one -- are often in the position of just answering the mail. By the time a project gets to my door, the organization has often decided upon their approach. Our influence, in these cases, can be minimal. Needless to say, it can be a hard process to educate these clients.

And maybe such clients just aren't ready. Maybe they're immature. Maybe they need to go through the process of creating linear, page-turning e-Learning before they're ready to move into the here and now. Maybe they need to create old-school e-Learning before they can start adding messy to the mix.

Dan Roddy was expressing a similar frustration. He was venting about Kirkpatrick evaluations. What stood out to me in his post was this, "Perhaps, sadly, what it made me think about was just how out of the loop I am when it comes to the whole training cycle. For our clients we are simply a means to an end - nothing more than the design phase of the training - so I never get to learn how the training went down; I never get any learner feedback or statistics."

These are the challenges of being the external vendor.

Messy Learning OK. Messy Training Not OK.

I've been thinking about messes a lot the past few days. I've got small kids and my house is pretty messy. It turns out that life in general is pretty messy. And now it turns out that learning is messy, too.

Janet Clarey was reporting back from the Brandon Hall Innovations in Learning Conference, including experiments with un-workshops when things don't go as you planned.

She live-blogged Stephen Downes' keynote and remarked, "This is messy learning in progress and it’s good."

Slide 22 of Stephen Downes' presentation includes a diagram: Messy vs. Neat.

So I've been thinking about messes and why messy learning makes people so uncomfortable. Especially the corporate types.

Learning is messy because we get easily distracted by shiny objects -- or rather, inspired to shoot off in different directions. Because self-directed learning doesn't always have a clear or specific performance objective.

Maybe your goal is to learn how to make a bowl on a pottery wheel, but then you end up making a real cool sculpture. Or maybe you want to learn about the life of the author of that great novel, and then end up reading about Puccini. By accident. It happens. Or maybe you actually want to learn how to do your job better.

I start a book, but I don't finish it. I start researching one topic online, but start diving down a completely different path within a matter of a few clicks. Conversations can wander.

Let's say, to go out on a limb here, that people are more-or-less comfortable with the notion that LEARNING is messy. But I don't think folks are comfortable with the notion that TEACHING or TRAINING can or should be messy.

That goes against about 800 grains.

And messy e-Learning? Forget about it. e-Learning should be all neat and tied up in a nice wrapper with a Next button that moves you through a content checklist and a great assessment at the end.

A PLE can be messy. It's personal, after all. And people are messy. Should training be messy?

This may be why the concept of informal learning is such a hard sell. Formal training, is by definition, not messy. It's formal. It's neat. It's got structure and objectives. You can measure it. It's really hard to measure a mess.

As Janet wrote in the comments to her own post, attendees were saying of the un-conference format that "structure" and "objectives" were needed.

Is a messy training program just one in which the presenter is clearly not organized? The agenda not fully thought out?

What makes for messy training/teaching?

• The training doesn't teach what the participants want or need (failure to consult with actual learners while designing the program).
• The instructor doesn't really know the topic and is just completely winging it.
• Things go wrong (software fails, power goes out).
• (A whole bunch of other things, right?)
  

As Michael Allen says in Michael Allen's Guide to e-Learning, "you can teach someone, but you can't learn someone" (to echo something Mark Oehlert recently ranted about).

I admit that this post is a bit messy. But I'm learning.

Photo Credit: Audrey Johnson from stock.xchng.